Janet J Boseovski
Biographic Data
| ID | 4460052 |
|---|---|
| NAME | Janet J Boseovski |
| GIVEN NAMES | Janet J |
| FAMILY NAME | Boseovski |
| SIGNATURE | BOSEOVSKI J J |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0002-9712-1401 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
What Shapes Children's Social Evaluations? Integrating Status and Gender in Middle Childhood
Children's social judgments reflect both status and gender, yet little is known about how these features intersect to inform children's impressions. In the present study, 5‐ to 10‐year‐old children were presented with boy and girl characters described as either high or low social status and reported a variety of status‐relevant judgments and trait ratings of the characters. Results revealed a selective same‐gender bias in which children preferred…
Why did she do that: Chinese children's preference for trait‐based explanations of behavior
The current study addressed the extent to which Chinese children rely on situational characteristics to reason about the causes of valenced behavior (i.e., positive or negative). Specifically, one hundred fifteen 4‐ to 7‐year‐olds from Hangzhou, China, were asked to attribute a character's behavior toward a peer to either that character's traits (e.g., “nice”) or the situation (e.g., being tired and being happy). Across ages, children made trait …
An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement
This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged …
Children's inductive inferences about individuals with gender category uncertainty
Little research focuses on children's reasoning about people whose gender is perceived as uncertain. Five‐ to 8‐year‐olds viewed a target with a gender uncertain appearance. The target had trait or preference similarities with a character from a binary, specified gender (i.e., boy, girl) and appearance similarities with another character that had an uncertain gender. Half of the participants heard gender uncertainty labels (i.e., “We're not sure …
Is honesty always the best policy? Children's perceptions of negative performance feedback
Children tend to discount negative feedback about their performance even when the feedback is delivered by an expert. This indifference toward feedback could hinder self‐improvement. We examined whether children would be receptive to negative feedback from an expert when provided with an explicit reason why it was given. One‐hundred twenty‐one 4 to 8 year olds heard about a target peer whose work product was evaluated negatively by an expert peer…
Judging the recipients of social actions
There is substantial research on children's evaluations of transgressors, but less is known about the extent to which children view actions toward recipients as indicative of a recipient's personality or deserved outcomes. We examined the extent to which 3‐ to 5 year olds, relative to an adult comparison group, judged the recipients of negative behavior as bad people who deserve punishment and recipients of positive behavior as good people who de…
Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method
The authors investigated children's use of cultural status (i.e., foreign vs. American) and learning method to evaluate informants' expertise in novel cultural practices. Ninety-six 6- to 9-year-olds heard about a foreign informant (i.e., member of an unfamiliar out-group) and an American informant (i.e., member of the participant's in-group) who each learned about a novel cultural practice differently (i.e., from a person vs. from a book). Parti…
The effects of guilt on preschoolers’ cognitive flexibility and inhibition
Role of Expertise, Consensus, and Informational Valence in Children's Performance Judgments
Two experiments examined the role of expertise, consensus, and informational valence on children's acceptance of informant testimony about the quality of work produced by a target child. In Experiment 1, 96 4‐ to 5.9‐year‐olds and 6‐ to 8‐year‐olds were told about an expert who gave a positive or negative assessment of art or music that was contradicted by one layperson or a consensus of three laypersons. Generally, participants endorsed positive…
Integration of Behavioral Frequency and Intention Information in Young Children's Trait Attributions
Two experiments examined three‐ to six‐year‐olds' use of frequency and intention information to make trait attributions and behavioral predictions. In experiment 1, participants were told a story about an actor who behaved positively once or four times on purpose or incidentally. Children were most likely to make trait‐consistent behavioral predictions after hearing about several positive, intentional behaviors. Trait attributions were largely po…
Seeing The World Through Rose‐colored Glasses? Neglect of Consensus Information in Young Children's Personality Judgments
The present study examined the use of consensus information in early childhood. Ninety-six three- to six-year-olds watched a demonstration that depicted the positive or negative behavior of one or several actors toward a recipient (low vs. high consensus, respectively). Subsequently, participants made behavioral predictions and personality judgments about the actors and recipients. Participants viewed all story characters favorably and were reluc…
Children's use of frequency information for trait categorization and behavioral prediction
Two experiments examined young children's use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or several recipients. Generally, children did not differentiate their judgments of the actor on the basis of the amount of information provided. In Experiment 2, the actor behaved positively or negative…
Children's use of frequency information for trait categorization and behavioral prediction
Two experiments examined young children's use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or several recipients. Generally, children did not differentiate their judgments of the actor on the basis of the amount of information provided. In Experiment 2, the actor behaved positively or negative…
Why did she do that: Chinese children's preference for trait‐based explanations of behavior
The current study addressed the extent to which Chinese children rely on situational characteristics to reason about the causes of valenced behavior (i.e., positive or negative). Specifically, one hundred fifteen 4‐ to 7‐year‐olds from Hangzhou, China, were asked to attribute a character's behavior toward a peer to either that character's traits (e.g., “nice”) or the situation (e.g., being tired and being happy). Across ages, children made trait …
Integration of Behavioral Frequency and Intention Information in Young Children's Trait Attributions
Two experiments examined three‐ to six‐year‐olds' use of frequency and intention information to make trait attributions and behavioral predictions. In experiment 1, participants were told a story about an actor who behaved positively once or four times on purpose or incidentally. Children were most likely to make trait‐consistent behavioral predictions after hearing about several positive, intentional behaviors. Trait attributions were largely po…
Judging the recipients of social actions
There is substantial research on children's evaluations of transgressors, but less is known about the extent to which children view actions toward recipients as indicative of a recipient's personality or deserved outcomes. We examined the extent to which 3‐ to 5 year olds, relative to an adult comparison group, judged the recipients of negative behavior as bad people who deserve punishment and recipients of positive behavior as good people who de…
The effects of guilt on preschoolers’ cognitive flexibility and inhibition
Seeing The World Through Rose‐colored Glasses? Neglect of Consensus Information in Young Children's Personality Judgments
The present study examined the use of consensus information in early childhood. Ninety-six three- to six-year-olds watched a demonstration that depicted the positive or negative behavior of one or several actors toward a recipient (low vs. high consensus, respectively). Subsequently, participants made behavioral predictions and personality judgments about the actors and recipients. Participants viewed all story characters favorably and were reluc…
Children's use of frequency information for trait categorization and behavioral prediction
Two experiments examined young children's use of behavioral frequency information to make behavioral predictions and global personality attributions. In Experiment 1, participants heard about an actor who behaved positively or negatively toward 1 or several recipients. Generally, children did not differentiate their judgments of the actor on the basis of the amount of information provided. In Experiment 2, the actor behaved positively or negative…
Seeing The World Through Rose‐colored Glasses? Neglect of Consensus Information in Young Children's Personality Judgments
The present study examined the use of consensus information in early childhood. Ninety-six three- to six-year-olds watched a demonstration that depicted the positive or negative behavior of one or several actors toward a recipient (low vs. high consensus, respectively). Subsequently, participants made behavioral predictions and personality judgments about the actors and recipients. Participants viewed all story characters favorably and were reluc…
Integration of Behavioral Frequency and Intention Information in Young Children's Trait Attributions
Two experiments examined three‐ to six‐year‐olds' use of frequency and intention information to make trait attributions and behavioral predictions. In experiment 1, participants were told a story about an actor who behaved positively once or four times on purpose or incidentally. Children were most likely to make trait‐consistent behavioral predictions after hearing about several positive, intentional behaviors. Trait attributions were largely po…
Role of Expertise, Consensus, and Informational Valence in Children's Performance Judgments
Two experiments examined the role of expertise, consensus, and informational valence on children's acceptance of informant testimony about the quality of work produced by a target child. In Experiment 1, 96 4‐ to 5.9‐year‐olds and 6‐ to 8‐year‐olds were told about an expert who gave a positive or negative assessment of art or music that was contradicted by one layperson or a consensus of three laypersons. Generally, participants endorsed positive…
The effects of guilt on preschoolers’ cognitive flexibility and inhibition
Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method
The authors investigated children's use of cultural status (i.e., foreign vs. American) and learning method to evaluate informants' expertise in novel cultural practices. Ninety-six 6- to 9-year-olds heard about a foreign informant (i.e., member of an unfamiliar out-group) and an American informant (i.e., member of the participant's in-group) who each learned about a novel cultural practice differently (i.e., from a person vs. from a book). Parti…
Is honesty always the best policy? Children's perceptions of negative performance feedback
Children tend to discount negative feedback about their performance even when the feedback is delivered by an expert. This indifference toward feedback could hinder self‐improvement. We examined whether children would be receptive to negative feedback from an expert when provided with an explicit reason why it was given. One‐hundred twenty‐one 4 to 8 year olds heard about a target peer whose work product was evaluated negatively by an expert peer…
Judging the recipients of social actions
There is substantial research on children's evaluations of transgressors, but less is known about the extent to which children view actions toward recipients as indicative of a recipient's personality or deserved outcomes. We examined the extent to which 3‐ to 5 year olds, relative to an adult comparison group, judged the recipients of negative behavior as bad people who deserve punishment and recipients of positive behavior as good people who de…
An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement
This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged …
Children's inductive inferences about individuals with gender category uncertainty
Little research focuses on children's reasoning about people whose gender is perceived as uncertain. Five‐ to 8‐year‐olds viewed a target with a gender uncertain appearance. The target had trait or preference similarities with a character from a binary, specified gender (i.e., boy, girl) and appearance similarities with another character that had an uncertain gender. Half of the participants heard gender uncertainty labels (i.e., “We're not sure …
Why did she do that: Chinese children's preference for trait‐based explanations of behavior
The current study addressed the extent to which Chinese children rely on situational characteristics to reason about the causes of valenced behavior (i.e., positive or negative). Specifically, one hundred fifteen 4‐ to 7‐year‐olds from Hangzhou, China, were asked to attribute a character's behavior toward a peer to either that character's traits (e.g., “nice”) or the situation (e.g., being tired and being happy). Across ages, children made trait …
What Shapes Children's Social Evaluations? Integrating Status and Gender in Middle Childhood
Children's social judgments reflect both status and gender, yet little is known about how these features intersect to inform children's impressions. In the present study, 5‐ to 10‐year‐old children were presented with boy and girl characters described as either high or low social status and reported a variety of status‐relevant judgments and trait ratings of the characters. Results revealed a selective same‐gender bias in which children preferred…
Developmental psychology (11 works) · Psychology (11 works) · Social Psychology (10 works) · Social Psychology (9 works) · Child and Animal Learning Development (8 works) · Social and Intergroup Psychology (7 works) · Evolutionary Psychology and Human Behavior (5 works) · Trait (5 works) · Personality (4 works) · Early Childhood Education and Development (3 works)